The purpose of the Research in the Formation of Engineers National Science Foundation funded project, Developing Engineering Experiences and Pathways in Engineering Technology Career Formation (D.E.E.P. Engineering Technology Career Formation), is to develop a greater understanding of the professional identity, institutional culture, and formation of engineer technicians and technologists (ET) who are prepared at two-year colleges. ET professionals are important hands-on members of engineering teams who have specialized knowledge of components and engineering systems. Little research on career development and the role of ET in the workforce has previously been conducted prompting national organizations such as NSF and the National Academy of Sciences to prompt more research in this area [1]. The primary objectives of this project are to: (a) identify dimensions of career orientations and anchors at various stages of professional preparation and map to ET career pathways, (b) develop an empirical framework, incorporating individual career anchors and effect of institutional culture, for understanding ET professional formation, and (c) develop and pilot interventions aimed at transforming engineering formation systems in ET contexts. The three interdisciplinary theoretical frameworks integrated to guide design and analysis of this research study are social cognitive career theory (SCCT) [2], Schein’s career anchors which focuses on individual career orientation [3], and the Hughes value framework focused on the organization [4]. SCCT which links self-efficacy beliefs, outcome expectations, and personal goals to educational and career decisions and outcomes ties the individual career anchors to the institutional context of the Hughes framework [2]. To date, the project has collected and analyzed quantitative data from over 330 participants who are two-year college ET students, two-year college transfer students, and early career ET professionals. Qualitative data from historical institutional documents has also been collected and analyzed. Initial analyses have revealed gaps and needed areas of support for ET students in the area of professional formation. Thus far, the identified gaps are in institutional policy (i.e. lack of articulation agreements), needed faculty professional development (i.e. two-year faculty on specific career development and professional ET formation needs and four-year faculty on unique needs of transfer students), missing curriculum and resources supporting career development and professional formation of ET students, and integration of transfer student services focusing on connecting faculty and advisors across both institutional levels and types of programs. Significant gaps in the research promoting understanding of the role of ET and unique professional formation needs of these students were also confirmed. This project has been successful at helping to broaden participation in ET engineering education through integrating new participants into activities (new four-year institutional stakeholders, new industry partners, new faculty and staff directly and indirectly working with ET students) and through promoting disciplinary (engineering education and ET) and cross disciplinary collaborations (human resource development, higher education leadership, and student affairs). With one year remaining before completion of this project, this project has promoted a better understanding of student and faculty barriers supporting career development for ET students and identified need for career development resources and curriculum in ET.
Words: 498 References [1] National Academy of Engineering. (2016). Engineering technology education in the United States. Washington, DC: The National Academies Press. [2] Lent, R.W., & Brown, S.B. (1996). Social cognitive approach to career development: An overivew. Career Development Quarterly, 44, 310-321. [3] Schein, E. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Executive, 10(4), 80-88. [4] Hughes, C. (2014, Spring). Conceptualizing the five values of people and technology development: Implications for human resource managmeent and development. Workforce Education Forum, 37(1), 23-44.
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Data science transfer pathways from associate's to bachelor's programs
A substantial fraction of students who complete their college education at a public university in the United States begin their journey at one of the 935 public 2-year colleges. While the number of 4-year colleges offering bachelor’s degrees in data science continues to increase, data science instruction at many 2-year colleges lags behind. A major impediment is the relative paucity of introductory data science courses that serve multiple student audiences and can easily transfer. In addition, the lack of predefined transfer pathways (or articulation agreements) for data science creates a growing disconnect that leaves students who want to study data science at a disadvantage. We describe opportunities and barriers to data science transfer pathways. Five points of curricular friction merit attention: 1) a first course in data science, 2) a second course in data science, 3) a course in scientific computing, data science workflow, and/or reproducible computing, 4) lab sciences, and 5) navigating communication, ethics, and application domain requirements in the context of general education and liberal arts course mappings. We catalog existing transfer pathways, efforts to align curricula across institutions, obstacles to overcome with minimally disruptive solutions, and approaches to foster these pathways. Improvements in these areas are critically important to ensure that a broad and diverse set of students are able to engage and succeed in undergraduate data science programs.
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- NSF-PAR ID:
- 10466660
- Editor(s):
- Meng, X-L
- Publisher / Repository:
- Harvard Data Science Review
- Date Published:
- Journal Name:
- Harvard Data Science Review
- Volume:
- 5
- Issue:
- 1
- ISSN:
- 2644-2353
- Subject(s) / Keyword(s):
- ["articulation, associate\u2019s programs, bachelor\u2019s programs, two-year colleges, community colleges"]
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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